Digital Learning Environment: Pathways: Accessibility — February 27, 2019
Student's chances for success in your course can be improved by providing them with multiple pathways to success and by the removal of barriers to learning. Simple approaches that make materials accessible can help ensure that they can stay on the right path. Our February workshop features Josh Burk, Chair of the Psychology Department and co-chair of the Neurodiversity Working Group, and Jessica Cowing, from the Equality Lab, for an exploration of accessibility. We'll also offer some easy things you can do right now to get started.
- VIDEO (coming soon) | PDF
Digital Learning Environment: Destinations — January 23, 2019
Watch our January workshop featuring Mark Hofer and Lindy Johnson on assigning group work and Margaret Saha's iGem students, Ethan Jones and Jessica Laury, on the power of teams.
Digital Learning Environment: Landmarks — November 7, 2018
In our third workshop of the 2018-2019 academic year, Lori Jacobson (WRC) and Pablo Yanez (eLi) discuss the value of creating landmarks in your Digital Learning Environment. While our first workshop focused on Destinations and our second workshop looked at Pathways, this workshop gives viewers practical advice on how to create assessments that will help students make the most of their learning.
Digital Learning Environment: Pathways — October 3, 2018
In our second workshop of the 2018-2019 academic year, Candice Benjes-Small (Library) and Mike Blum (eLi) explore the various pathways scaffolded student assignments can take. Mindfulness in creating assignments that improve students' research skills, storytelling skills, and technical skills is key to effective instruction. Keywords: Scaffolding, mindfulness, universal design for learning.
Digital Learning Environment: Destinations — September 5, 2018
In this first workshop of the 2018-2019 academic year, Tatia Granger (Business) joins eLi's Adam Barger and Pablo Yáñez to explain the concept of the Digital Learning Environment and how starting with course goals can affect instruction. Keywords: Backward design, VoiceVibes.
Click on the topic below to watch the workshop video. W&M login required.
Recursive feedback — March 28, 2018
Paul Heideman (Biology), Brennan Harris (Kinesiology), Sharon Zuber (English/WRC), and Pablo Yáñez (eLi) discuss the hows and whys of incorporating a variety of formative, summative, and diagnostic feedback within the contexts of their particular disciplines.
Dan Cristol (Biology), Arthur Knight (American Studies), Silvia Tandeciarz (MLL), and Mike Blum (eLi) offer several models for communities of inquiry inside and beyond the classroom. The Mercury Project, the Williamsburg Documentary Project, and the National Security Archives Project are all explored.
Universal Design for eLearning — January 31, 2018
Jonathan Arries (MLL), Adam Barger (eLi), Peggie Constantino (Education), Mark Hofer (Education), Lindy Johnson (Education), and Tyler Meldrum (Chemistry). Part 1: Defining Universal Design for Learning (UDL). Part 2: Multiple means of engagement. Part 3: Multiple means of representation. Part 4: Multiple means of expression. Part 5: Ideas for getting started.
Adam Barger (eLi), Pam Eddy (Education), and Michele King (TSD). Part 1: Constructivism. Part 2: Game-based learning. Part 3: Team-based learning.Part 4: Collaborative learning.
Tools and strategies for formative assessment — November 1, 2017
Mike Blum (eLi), Jim Olver (Business), Jordan Walk (Chemistry), and Pablo Yáñez (eLi). Part 1: Immediacy. Part 2: Concepts and research. Part 3: Reflection. Part 4: Tools and resources.
Learning in Community — October 4, 2017
Bella Ginzbursky-Blum (MLL) and Jim Deverick (Computer Science) join Pablo Yáñez (eLi) for a discussion on learning in community. Part 1: Using Microsoft Sway in small classrooms. Part 2: Theory and practice in a large course. Part 3: A student's perspective.
Scaffolding your assignments — September 6, 2017
Adam Barger (eLi) and Barbette Spaeth (Classical Studies). Part 1: Introduction. Part 2: Scaffolding as a concept. Part 3: Scaffolding as an instructional strategy. Part 4: Scaffolding in practice. Example by Prof. Spaeth.